{
  "creator": [
    "Schalk, Lennart",
    "Saalbach, Henrik",
    "Grabner, Roland H.",
    "Stern, Elsbeth"
  ],
  "date": [
    "2016-08-05"
  ],
  "description": [
    "Tremendous variation in elementary school children’s mathematical achievement can partly be traced back to differences in early domain-specific quantitative competencies. While previous research mainly focused on numerical magnitude representation and counting, we tested the long-term effects of relational quantitative reasoning. Before children (N = 51) entered school (i.e. at age 5-6), we assessed this competence with a test that required no knowledge about Arabic numerals. Two and a half years later, when children were in third grade of elementary school, we gauged mathematical achievement, general reasoning ability, and reading skills. A multiple regression analysis with mathematical achievement as outcome variable revealed a small but unique impact of children’s relational quantitative reasoning in kindergarten on their later mathematical achievement after controlling for general reasoning and reading abilities. Thus, a considerable amount of individual differences in mathematics achievement in elementary school results from differences in early relational quantity understanding that emerge before systematic instruction starts."
  ],
  "format": [
    "application/pdf",
    "text/html",
    "text/xml"
  ],
  "identifier": [
    "https://jnc.psychopen.eu/index.php/jnc/article/view/5691",
    "10.5964/jnc.v2i2.29"
  ],
  "language": [
    "eng"
  ],
  "publisher": [
    "PsychOpen GOLD / Leibniz Institut for Psychology (ZPID)"
  ],
  "relation": [
    "https://jnc.psychopen.eu/index.php/jnc/article/view/5691/5691.pdf",
    "https://jnc.psychopen.eu/index.php/jnc/article/view/5691/5691.html",
    "https://jnc.psychopen.eu/index.php/jnc/article/view/5691/5691.xml"
  ],
  "rights": [
    "Copyright (c) 2016 Schalk; Saalbach; Grabner; Stern",
    "https://creativecommons.org/licenses/by/4.0"
  ],
  "source": [
    "Journal of Numerical Cognition; Vol. 2 No. 2 (2016); 77-90",
    "2363-8761"
  ],
  "subject": [
    "mathematical achievement",
    "quantitative reasoning",
    "concept of order",
    "general reasoning ability",
    "longitudinal study"
  ],
  "title": [
    "Relational Quantitative Reasoning in Kindergarten Predicts Mathematical Achievement in Third Grade"
  ],
  "type": [
    "info:eu-repo/semantics/article",
    "info:eu-repo/semantics/publishedVersion"
  ]
}